Table Of Content

AS Roy Norris Writing section by Amanda Jeffries Straightforward Advanced Student’s Book MACMILLAN Contents *** ijjjjl s ^ t \ » Lesson Grammar Vocabulary Speech feature & Pronunciation l A All change p6 Change l B First day p8 Simple & continuous verb forms Approximation l C Growing up plO Reference & substitution Age l D The quarterlife crisis p l2 Noun suffixes 1 Language reference p i4 2A Memory p l6 Gerunds & infinitives Memory & memories 2B Memory man p l8 Playing cards Chunking 2C Bicycle history p20 Collocations and expressions with way 2D A glimpse of the past p22 Comparisons ____ ___ _................. .... 2 Language reference p24 3A Enough is enough p26 Adding emphasis with auxiliary verbs (Not) having enough 3B Rubbish! p28 Rubbish Fronting 3C Competitive eating p30 Excess 3D A cautionary tale p32 Cleft sentences Adjective affixes 3 Language reference p34 1 4A Voicing complaints p36 Ways of speaking 4B Voice complaints p38 Reported speech Voice Voiced & unvoiced sounds 4C A speech problem p40 : Emotional reactions 4D Speech! p42 ............................... Modal verbs 1: must, might, may, could 4 Language reference p44 5A Entrepreneurs p46 — _ _ . ...—...... — Relative clauses , - 5B A new business p48 Setting up in business Question tags 5C Women’s work? p50 Intensifying adverbs 5D Sexual discrimination p52 Hypothetical past situations Gender 5 Language reference p54 6A Body care p56 Nouns from phrasal verbs 6 b Medical care p58 Passives 1 Body collocations Intrusive sounds 6 C Taken care of p60 Collocations and expressions with care 6 d Childcare p62 Passives 2 Babies & babysitting 6 Language reference p64 2 Reading & Listening Speaking Writing Student’s Book 2a R Three articles on improving memory Discussing ways to improve memory 2 b L Interview with Dominic O’Brien Performing and discussing a memory technique 2C R The rise of the bicycle Ranking and discussing methods of transport . L Dialogue about museums Roleplay: presenting and discussing proposals for a new national museum Did you know? Trafaiger Square statues 3a R Enough Discussing ‘enoughness’ 3 b L Radio programme about a recycling initiative Comparing and contrasting photos showing rubbish Did you know? PlasTax 3C R Me and my big mouth Roleplay: Sonya Thomas interview 3 d L Radio programme about the island of Nauru Discussing island life An article pl28 : Workbook Writing an autobiography: time expressions, describing your family, verb-noun collocations Writing a biography: phrases in apposition, future in the past, time phrases, writing a biography of a famous person Writing a website article: writing definitions, making a deduction, describing cause & effect 4a R Three blogs Describing and discussing complaint situations 4 b L Interview about problems with the voice Discussing how to protect your voice 4c R Treated by the King's Speech therapist Ranking performance activities L I L How to write speeches Making a speech Did you know? Queen’s Speech & State of the Union Address 5A R Ingvar Kamprad: leader of the flatpack 5B 5C 5 d L Interview with Paddy Radcliffe R A woman's work is never done L Five people talk about the Sex Discrimination Act Talking about internationally-known entrepreneurs Making a product pitch to investors Roleplay: deciding on a housework rota Did you know? Women in the Anglican Communion ■ A work email pl30 6a R ; = There's more than one way to stay in shape Ranking leisure activities 6 b L The history of healthcare products Discussing health problems 6c R Natasha's Story Discussing international adoptions 6 d L Interview about a babysitting agency Choosing the best alternatives in babysitting situations Did you know? Attitudes to children in the UK Writing a blog: narrative expressions, explaining consequences in the past, writing a blog about an embarrassing incident Writing a work email: formal and informal style, making arrangements, making requests Writing an email to a friend: invitations & responses, writing an email of invitation to a social event 3 Lesson 7 language reference p74 8A It takes all sorts p76 I ........ Noun phrases 8 B Birth order p78 Character traits - " ' ' W T. - Changing word stress 8 C A close bond p80 Attitude adverbials Relationships .........------------- ■■ " ■■ 8D Singles p82 Discourse markers Adverbs with two forms I_________________________ 8 language reference p84 S;: :3s 3 9 A A place called home p86 Modal verbs 2: will, would, shall 9B Squatters p88 Describing homes 9C A place in the sun p90 Inversion 9D Experimental travel p92 Adjectives formed with particles Vague language 9 language reference p94 10A Achieving the impossible p96 Success lOB What is success? p98 Futures Three-part phrasal verbs Contrastive stress IOC Going wrong? plOO Weather 10D A stabbing incident p!02 Modal verbs 3: must, need, should Not turning out well 10 Language reference pi 04 l l A A sight for sore eyes p l06 ............. .... . . . Descriptive verbs Stress patterns & rhyming schemes llB Affordable art p l0 8 Determiners, pronouns & quantifiers Prepositional phrases llC The sound of silence p llO Sounds 1 1 D The sound of music p ll2 Hypothetical present & future situations Dislocation 11 Language reference pi 14 12A Science fact p ll6 Plurals & number 12B Science fiction p ll8 Words with more than one meaning 12C Sport technology p l20 Verb affixes Intonation (feelings) 12D The end? p l22 Grammar revision Vocabulary revision 12 Language reference p i24 Writing p !26 Communication activities p!38 Audioscripts p i 56 Unit reviews p l64 4 Reading & Listening Speaking Writing Student’s Book : Workbook 7 A R A new broom Discussing misbehaviour at school A narrative Writing a narrative: pl32 using narrative : tenses, linking : events, describing emotion 7 B L Dialogue about rudeness Discussing good and bad behaviour Selecting posters for a national campaign 7c R /4 missing person Ranking and comparing books 7D L Radio news reports Discussing law breaking Did you know? Canadian Mounties 8A R Mr Hilditch & Robert and Lizzie Describing people’s personality and appearance Writing a description: the five senses, participle phrases, writing a description of a visit 8B L Dialogue about birth order Discussing quotations about sisterhood Did you know? Famous American siblings 8C R End of a friendship Discussing relationships 8D L Six people talk about being single Discussing compatibility 9 A R The city of tomorrow Submitting and presenting a plan for a new town A letter of complaint Writing a letter of pl34 complaint: explaining the results of problems, articles 9B L Radio programme about squatting Roleplay: viewing a property Did you know? Listed buildings in the UK 9C R A happy marriage Selecting holiday activities 9D L Dialogue about experimental travel Ranking travel options ■ iiSilii i i l l l l l i i l i m m m s m m IlllliS l l l i l l i W l l 1OA R The poet in the sky Discussing endurance races Writing a letter of ; thanks: : expressions of thanks, explaining why you are grateful, writing a letter of thanks : JB L Six people talk about success Discussing views about success 10c R A true story about flying in storm clouds Discussing problematic situations Did you know? Tornados IC'D L A stabbing incident Ordering and describing a picture story i l l l l A R 1 wandered lonely as a cloud Romanticism Did you know? Romanticism An essay Writing an essay (1): pl36 ! expressing a viewpoint, arguing 5 against a viewpoint : 11B L Interview with Will Ramsay Selecting artworks for buildings I l C R The quietest place on Earth Describing the thoughts of people in photos llD L Six people talk about music in different Roleplay: neighbours discuss music problem situations 12A L Twelve scientific explanations Discussing science questions Did you know? Science in schools Writing an essay (2): result clauses, writing : an essay 1 15 R An extract from a science fiction story Submitting and presenting a project for a competition 12C L Radio discussion about technology in sport Debating technology in the home Ranking and selecting photos Did you know? Revision quiz 5 1a All change Vo c a b u l a r y & s p e a k i n g : change 1 Work in pairs. Discuss the questions. • Which of these do you know how to change? • a nappy • a ryre • a light bulb • a plug • Which, if any, of these would you like to change? Why or why not? • your name • your image • your lifestyle • What changes, if any, would you make to the following? Why? • vrur r.rme • your school or workplace 2 Complete the sentences with the correct form of a verb in the box. adapt alter convert shift switch transfer transform vary 1 I have no idea what the current rate is for _ my country’s currency into sterling. 2 I need to my diet more - I always eat the same things. 3 I often channel-hop when I watch TV , between channels to see what’s on. 4 I don’t easily to new situations. 5 I get my mother to my clothes if they don’t fit properly. 6 The internet has radically my life. 7 I cannot understand why such vast sums of money are involved when a football player from one club to another. 8 I think the focus of language lessons should away from grammar and towards more vocabulary learning. 3 Work in pairs. Discuss the sentences in exercise 2. How true are they for you? R e a d in g 1 Read the extracts A-C and answer the questions. 1 What type of change or changes does each extract illustrate? 2 Where might you expect to find each extract? Give reasons for your opinions. 2 Match the highlighted words and expressions in the extracts to the definitions 1- in the infinitive form. -9. The verbs appear below 1 waste 6 combine 2 not happen as planned 7 be unable to deal with 3 focus on 8 come to appear in 4 save for later use 9 involved in a difficult 5 be independent of situation 3 Read the extracts again and answer the questions. Extract A 1 In what way do the protagonists of The Romanov Bride differ? 2 What, according to the extract, are the author’s strengths? Extract B 1 Why does Tom consider he and Lou were irresponsible? 2 Why did he decide to become a stay-at-home father? Extract C 1 What explanation does the writer suggest for the comment about snow? 2 What aspect of climate change ‘might come as a surprise’ and why should it be surprising? 4 Work in pairs. Discuss the questions. • What major changes have taken place recently in your country? Have these changes been for the better or for the worse? • What are the advantages and disadvantages of being a stay-at-home parent? Would/Do you enjoy being one? Why or why not? • How worried are you by climate change? What do you do on a personal level to help combat it? S p e a k i n g 1 Work in small groups. Discuss what the effects might be if the following changes were to occur in your country. Would they be positive or negative changes? • The average temperature increases by 5°C all year round. • The third most important political party wins a majority at the general election. • The official retirement age is increased by five years. • All primary and secondary school lessons have to be taught in English. • The government introduces a four-day working week. • The minimum age for driving a car is increased by three years. 2 Which changes would you like to see introduced either regionally, nationally or globally? How might such changes benefit your region/country/ the world? All change 1a 10 15 At the turn of the century, Russia finds itself embroiled ii a growing class battle. The long-standing rule of the elite Romanov dynasty is challenged by the common people, those whose lives are marked by poverty, illness, and unemployment. Once a peaceful demonstration goes horribly awry, rebellion takes hold of the country, turning hopes of change and communication into calls for violent protest and retribution. Swept away by the political current, Elisavyeta, a beautiful Romanov Grand Duchess, and Pavel, a worker turned rebel leader, see their lives drastically altered by the events that surround them. Based on the true story of the life and death of Grand Duchess Elisavyeta Fyodorovna, Robert Alexander's The Romanov Bride is a gripping and emotional journey through one of the most turbulent times in Russian history. Alexander fuses a talent for quick-paced, clear-eyed prose with an uncanny ability to understand 2 0 the mind of the worker as well as the aristocrat. Alternating between Elisavyeta's and Pavel’s competing yet complementary perspectives, he presents an honest view of the 25 revolutionary experience from both sides of the social divide. Although they are worlds apart, Elisavyeta and Pavel have more in common than they realize; both love their country and their countrymen, are committed to their beliefs, and - most importantly - have lost the love 30 of their lives. E And Tom's habits didn't change when, in 1998, he met his wife, Lou. 'Together we were earning around £100,000 and yet it just got frittered away in cabs and restaurants' This, now, is a source of immense regret. 'We could so easily 5 have put a bit aside, but we were just irresponsible.' Then, in 2002, he was made redundant. Bliss, their baby daughter, was three weeks old. 'It was a strange time,' he recalls, 'on the one hand panic, but also this amazing feeling of a new future.' After fourteen years in advertising, Tom was ready 10 for a different challenge. 'Towards the end of my time in advertising, I became really interested in the idea of making something, packaging it and sending it off to market.' He also wanted to be his own boss. The plan was for Lou to work full-time until 15 Tom established himself as a freelance advertising consultant, which would give him time to plan his own business. But he soon discovered there was no work. It was Bliss who dictated what happened next. 20 ‘She was about six months old and going to a nursery two or three mornings a week while I went for job interviews. It was just heart-rending,’ he remembers. After a few months, he couldn't handle it any more. 'We thought, right, one of us will 25 look after her. And it looked like it was going to be me.' Tom began his new life, as a stay-at-home father. 5 10 15 When strangers meet at a bus stop or in a coffee shop, weather is the universal icebreaker. Yesterday’s sweltering heat, the storm predicted for this weekend: it’s all fair game. Even longer-term climate shifts find their way into chitchat. ‘It used to snow harder when I was a kid’ is a classic example - and one explicable in part by the fact that any amount of snow looks more impressive from a child’s height. Today, however, such cliches have an edge to them, because we know that humans play a role in determining the course of climate. When we hear about Arctic tundra melting or a devastating hurricane, we’re now forced to consider the fingerprints of humanity - and that’s going well beyond small talk. Indeed, climate change is as much a divider as weather has traditionally been a unifier. Weather has always seemed to transcend politics, but human-induced climate change is wedded to politics: it’s an outgrowth of countless decisions made by local, regional and national governments, as well as individuals and corporations. Sadly, it’s also become a polarized subject, linked to other issues so frequently that it often serves as shorthand for one’s entire world view. It might come as a surprise, then, how much of the basic science behind global climate change is rock-solid 25 and accepted by virtually all parties. Most of the debate among experts these days revolves around interpretation. Just how warm will Earth get? _ * 1b First day S p e a k i n g 1 Work in small groups. Talk about how you might feel and what your main concerns would be on your first day in each of these situations: in a new school in a new job in a new house on holiday in a foreign city on a diet 2 Discuss the following questions. • How did you feel on your first day in this class? Why? Li s t e n i n g 1 You are going to listen to part of a university radio interview about starting a new job. Before you complete the sentences in exercise 2, try to predict the type of information which will be required in each sentence. 1 possibly an adjective or maybe the person’s profession 2 1.1 Listen and complete the sentences with up to three words. 1 Jim Redman used to b e_____________ 2 Jim mentions the importance of getting a good ______________before your first day at work. 3 He says you should ensure you are not remembered for ______________on your first day. 4 He recommends practising the_____________ beforehand. 5 As at the interview stage, Jim suggests you should ______________on the first day. Taking notes is a good idea, especially of__________ Jim advises trying to b e_____________with all co-workers. Jim agrees with the presenter that you should avoid 9 His key word for those starting a new job is 10 In case of doubt, Jim suggests phoning the company to find out their_____________ S p e e c h f e a t u r e : approximation In conversation we tend to use approximating expressions rather than speak in precise terms. 1 Complete these approximating expressions from the recording with the words in the box. about up so something very like 350,000 graduates leaving 1 And with _ university this year, competition for jobs is intense. 2 It’s com ing to a quarter to nine. 3 Familiarize yourself with the route a week beforehand. 4 Hold yourself back a little for the first month o r _____ 5 It’s nearly ten to nine. Here are some more approximating expressions: It cost me three pound fifty something. It took around two weeks or something like that. There were just under / over / roughly / upwards of / somewhere in the region of / some two thousand people there. I’ve been here for twenty odd years. We’ll leave at sixish / seven thirtyish. 2 Express the phrases using two different approximating expressions. 53 people: just over 50 people, 50 or so people 1 19 days 4 5 hours 11 minutes 2 5.56pm 5 233 kilometres 3 £21.24 6 7,241 light years away 3 .Vork in pairs. Tell each other about yourselves using approximating expressions for numbers, ages, lengths of time, money and so on. You could talk about the items in the box. studies work English family interests hopes and ambitions other I've been working as an accountant for something like five years now. There are some 40 or so people working in the company, but there are only about five of us in my department. Gr a m m a r : simple & continuous verb forms 1 Name the tenses in bold in the following sentences from the recording. We’ve just been talking about successful interview techniques. 1 What advice can you give those students who have received that much-coveted job offer and are looking forward to starting work? 5 The move from an academic environment to the world of work represents a huge change. - Well, when I was talking about interview techniques earlier, I mentioned the need to ask questions. 5 The impression you make on the first day will have a lasting effect. : At 9 o’clock we’ll be handing over to Rob Benton for an hour of jazz music. 2 Explain why the simple or continuous form is used in each of the sentences in exercise 1. When you have finished, check your ideas in the grammar box on the right. 3 Choose the correct alternative to complete the texts. In some cases both alternatives may be possible. 1 As you know / are knowing, I have / 'm having a party on Saturday to celebrate my 21st birthday. I’ve hired / been hiring a hall and my brother’s rock group has agreed / been agreeing to play. Do you think you ’11 come / 'II be coming? 2 My son Mark is / is being so uncooperative at the moment. We aren't / aren’t being sure if it’s just because he grows / is growing up and he wants / is wanting to test us or whether perhaps he feels / is feeling jealous of his baby sister. 3 My sister Annie lives / is living abroad and yesterday morning she was taken / was being taken to hospital. It appears / is appearing she fell / was falling and broke / was breaking her wrist while she had / was having a shower. I’ve phoned / been phoning the hospital all morning but they don't answer / aren’t answering. I think / am thinking I’ve phoned / been phoning about seven or eight times. 4 Note down one example for each of the following, then compare and discuss each one with your partner. • a problem in your country or local area which is getting worse • something you have recently started or stopped doing • something you have been doing for a long time • the place you went to on your most recent holiday • what you were doing this time last Sunday • what you will or might be doing this time next Sunday Continuous forms can be used to: • describe actions in progress at a specific time which is either stated or understood. He was cooking his dinner when I phoned. • talk about an activity that has recently stopped. It looks as though it's been raining here. • emphasize repetition, duration or the temporary nature of an event. I've been trying to speak to him for weeks. She's only working there this month. • talk and ask about arrangements or plans. I'm playing tennis with Paul tomorrow. Will you be going into town later? • describe change and development. The weather’s changing - it's getting cold again. Simple forms can be used to: • describe single or habitual actions, or repeated actions with a stated frequency or number. I often went to France as a child. You've told me that three times today! • describe states. I think I know what she wants for Christmas. Some state verbs can be used in the continuous form, but with a change in meaning. The situation appears to be improving. (= seems) Janet Burns is currently appearing in The Seagull at the Connaught Theatre. (= is performing) Some others can be used in either simple or continuous form with no change in meaning. I feel/'m feeling terrible. My back really aches/is really aching. The continuous form of the verb to be can be used to describe temporary behaviour. You're being very naughty! O S ee Language Refer en c e pa g e 14 lc Growing up Vo c a b u l a r y & s p e a k i n g : age 1 Put the phrases in the box in chronological order. a twentysomething a senior citizen a toddler a preteen a newborn a 30-year-old a teenager a middle-aged man/woman 2 Say approximately how old the following people are. 1 She recently came of age. 2 He’s just turned 30. 3 She’s on the wrong side of 40. 4 He’s having a midlife crisis. 5 She’s coming up to retirement. 6 He’s getting on for 70. 3 Using the language from exercises 1 and 2, say how old you think the people in the photos A-E are. 4 Work in pairs. Take turns to talk about the ages represented in the photos A-E. Do not mention the ages; your partner will try to guess them. Talk about: • the advantages and disadvantages of being this age. • the main concerns of people at this age. • what people normally hope to achieve by this age. R e a d in g 1 Read the title and introduction of the article. What areas of a person’s life might be covered in a series such as this? 2 Read the whole article and answer the question. • Which of the areas you discussed in exercise 1 are mentioned? 3 Read the article again and choose the correct words to complete the sentences. 1 The writer suggests that the participants’ experiences have influenced their decisions / how they feel about their lives / viewers’ opinions of them. 2 The writer says that Neil’s past is reflected in his face / work is poorly paid / physical health is better now. 3 Andrew has the impression that his life is not as successful as it could have been / has been very uneventful / was carefully planned for him. 4 The writer says that Tony’s background highlights the unfairness of the class system / has been no obstacle to success / was severely deprived. 5 Tony is a lawyer / jockey / taxi driver. 6 We learn that some of the participants are American / less than enthusiastic about appearing in the series / unlikely to contribute to future programmes. 10 I 4 Work in pairs. Discuss the questions. • How have you and your life changed in the last seven years? • Would you be interested in appearing in a documentary series like 7-Up7. Why or why not? G r a m m a r : reference & substitution 1 What do the highlighted words in the article refer to? 2 Complete the sentences with the words in the box. that those there so not nor one ones do does dtd Sure: I’ll pick you up at the same time as I did last week. 1 Yes, we have got some striped , but I think a plain would suit you better. 2 I didn’t enjoy it and did Lara. 3 I know. ’s why she resigned. 4 I never watch it but my w ife______ 5 Of course I We go on holiday every year. 6 Yes, go on. If , she might start to worry. 7 I certainly hope I don’t know what I’ll do if he says ‘no’. 8 Yes, and the sports facilities are better than of the other schools in the area. 3 Write the preceding line of dialogue for each sentence in exercise 2. A: Can you give me a lift tomorrow? B: Sure. I’ll pick you up at the same time as I did last week. 4 Work in pairs. Take turns to read out in random order the sentences you have written in exercise 3. Reply to your partner’s sentences using the appropriate responses from exercise 2 . Use this, that, these, those before nouns or on their own to refer back to previously stated ideas. ... and told them she was pregnant. They were delighted at this news and ... ... in the 1890s. In those days there were no fridges ... He had failed the exam. This came as no surprise ... Use the following to substitute and avoid repetition of previously-used words and clauses: then, there, one(s), so, not, neither, nor; do, does, did. T m not sleeping as well as I did on holiday.’ (= slept) Ts it raining?’ T think so.’ (= it is raining) I don’t eat meat and neither does Elisa. (= Elisa doesn’t eat meat either) O S ee Lang uage Referen ce page 14 In 1964 Granada Television made a documentary entitled 7-Up, featuring fourteen seven-year-olds ‘from startlingly different backgrounds’, sharing their thoughts, describing their feelings and 5 revealing their hopes and dreams for the future. Since then the programme makers have charted the lives of these individuals, broadcasting updates on their progress every seven years. David Taylor watched 49-Up, with the participants now well into middle age. What strikes one about the 7-Uppers who still appear in the programme is that most, if not all of them, seem at last to have found happiness.The university professor, the teacher, the librarian, the barrister, the builder and the taxi driver .5 have all had their ups and downs, yet in spite, or perhaps because of this, they appear more content with their lives than ever before, able to reflect on their experiences and better appreciate what they have achieved. For some, the process has taken a long time:‘Now is the first time that -: I actually feel happy in my own skin,’ admits a calm and composed Susie, who at 21 was visibly ill-at-ease in front of the cameras. Even Neil, who at 28 feared for his sanity agrees that he now has ‘a stronger sense of purpose’. Of all those appearing 25 in the series, Neil surely underwent the most dramatic changes, and his story represents all that is unpredictable in life.The angelic features of the seven-year-old who was going to be an astronaut and if not, a coach driver, are now rough and weathered, bearing testimony to the time he spent on the road, homeless and wandering around the west coast of Scotland. He is still without a full-time job but his political work as a member of a local district council keeps him occupied and enables him to supplement the income he receives from state benefits. Whilst for some participants, things did not turn out quite as they would have hoped, for others life held fewer surprises.‘It was as if my life was mapped out for me,’ says Andrew, who at seven years old already knew the schools he would attend, the university he would study at and the profession he would follow - that of a lawyer. Andrew came from a privileged background, and although he acknowledges that the world for younger people nowadays is much more competitive and less predictable than before, his children will undoubtedly benefit from the private education his earnings have enabled him to provide for them. And then there’s Tony, the working-class lad from the East End of London. One of the programme’s original aims was to expose Britain’s rigid class system, but Tony is evidence that humble beginnings need not prevent one from getting on in life. His route to financial wellbeing was not the academic one that Andrew followed, but like the lawyer, he was always clear about what he wanted to do: he left school at fifteen, trained to be a jockey, and knew that if that didn’t work out, he would drive a London cab - which he does to this day. And like Andrew, he and his wife have bought a second home: not a converted barn in the English countryside, but a house in Spain, where he hopes to set up a sports bar in the near future. The success of the 7-Up series in America shows that the programme is perhaps more about universal truths than local class concerns, dealing with issues that all classes have to deal with such as work, relationships and families. For a number of the participants, however, it is an intrusion into their privacy. They are uncomfortable about having their lives held up to such close scrutiny, and the producer Michael Apted has to work hard every seven years to persuade them to come back on the programme. And most do: of the original fourteen 7-Uppers, twelve chose to appear in this latest instalment. One can only hope that they will come back for the next one, as their contributions provide a fascinating record of the human condition.‘It’s like Big Brother,’ says John, the barrister. ‘It is actually real-life TV with the added bonus that you can see people grow old, lose their hair, get fat.’ B I d The quarterlife crisis Li s t e n i n g 1 Work in pairs. Compare the two photos in A, B and C. Describe the decisions we have to make and responsibilities we have to assume when we make the change from childhood to adulthood. 2 Read the magazine extract and discuss the questions. ; We’ve all heard of the midlife crisis I - those feelings of worry, doubt I or dissatisfaction that some people * experience when they reach middle age * and reflect on what they have, or have * not, achieved in their lives. But for some ; time now, people have also been talking I about the quarterlife crisis, which affects \ many young people between the ages of * eighteen and 35. • What do you think the quarterlife crisis consists of? • What feelings might young people experience and why? Check your ideas on page 138. 5 Work in pairs. Discuss the questions. • Do you sympathize with those who claim to be suffering a quarterlife crisis? Why or why not? • In what ways is life easier or more difficult for young people now compared to previous generations? • Do you prefer to have your life ‘all mapped out’ or does uncertainty ‘add a bit of spice to life’? Give reasons. Vo c a b u l a r y : noun suffixes la From which adjectives are the nouns 1-5 from the recording formed? stability - stable 1 insecurity 3 reality 5 uncertainty 2 responsibility 4 maturity b From which verbs are the nouns in the box from the recording formed? decisions dissatisfaction expectations realization 3 % 1.2-1.6 Listen to the speakers 1-5 talking about the quarterlife crisis and decide whether they would (/) or would not (X) agree that twentysomethings have good reason to complain about their situation. 4 § 1 . 2-1.6 Listen again and match one of the statements a-h to the speakers 1-5. Three of the statements are not required. a I share my problems online with people in a similar situation, b Many twentysomethings are envious of their friends, c Young people are too demanding, d My expectations have not been met. e The problems are not specific to twentysomethings. f Life used to be more straightforward, g Teenagers have an easier life than twentysomethings. h Having a range of options makes life interesting. 12 The quarterlife crisis | Id a Use the suffixes in the box to form nouns from the groups of verbs 1-4. -ence -ment -al -ure 1 bury deny survive 2 disappoint achieve involve 3 fail depart proceed 4 exist occur obey b Use the suffixes in the box to form nouns from the groups of adjectives 1-4. -ence -ness -cy -ity sincere flexible generous 2 sad tired serious pregnant fluent accurate 4 absent patient intelligent S Complete the text with the correct noun form of the words in brackets. T look back on my childhood [child) with great t l ) [fond). I had more (2 ) [free) to do what I wanted then, and in my childish (3 ) [innocent) I had fewer (4 )_____ inhibit) and more self-(5 ) [confident). Although age supposedly brings with it greater (6 ) [wise), there’s a lot of (7 ) [true) in the maxim, (8 ) ‘ [ignorant) is bliss’. I had no cares in the world and used to do everything with such (9 ) [enthuse); now the only thing 1 look forward to is my (1 0) [retire)! Z Do you share the feelings of the speaker in exercise 3a? LEAKIN G 1 -ead the five paragraphs on page 139. Have you e.er been in any similar situations yourself? 2 Aork in pairs, A and B. Each of you should noose a different situation on page 139 and ~n<e a list of all the ways in which you might reiefit from such a move. 3 \ : ,v consider your partner’s situation and n 'k about why this move would not be a good one. Make a list of the disadvantages and : noiems it might bring, both to your partner n d any other people mentioned, and think of 5 :emative solutions. 4 Roleplay the following dialogue, using your notes from exercises 2 and 3. A: Explain why you want to go ahead with your decision. B: Try to dissuade your partner from going ahead with his/her decision. Now change roles and have the second dialogue. 5 What do you think would really be the best course of action in each case? 6 Work in pairs. Discuss the questions. • What is the biggest decision you have made in your life so far? • What difficulties did you face? • What were the consequences? Did y o u k n o w ? 1 Work in pairs. Read about Age UK and discuss the questions. • Are there any similar charities in your country? • To what extent are older people valued, respected and integrated into society? • How, if at all, has the situation changed in recent years? Age UK is one of a number of charities representing the interests of older people in the UK. It aims to ensure that they are valued by society, become integrated and feel fulfilled, and concentrates its efforts on combating poverty and neglect, reducing isolation, defeating ageism and promoting quality in the care of older people. The charity offers help and advice on a number of issues including health, home safety, money and care. It also regularly runs campaigns aimed, for example, at fighting age discrimination, stopping psychological and physical abuse, or organizing donations to prevent deaths from cold-related illnesses in winter. In addition, Age UK works overseas and in partnership with the charity HelpAge International. Around one-quarter of its expenditure goes towards improving the lives of disadvantaged older people in the developing world. 13 1 G r a m m a r Simple & continuous verb forms 1 Continuous forms are used to: • describe actions which were, are or will be in progress at a specific time, which is either stated or understood. When I last met him, he was still looking for a job. I’m having a really hard time at work at the moment Don't call me at 1.30. I’11 be having my lunch then. • describe an activity that has recently stopped. We've just been playing tennis. • suggest that a situation or action is temporary or incomplete. My flat's being decorated so I'm staying at my mum's. I've been writing my thesis - I've almost finished. • emphasize duration, using for or since. She'd been waiting for him for over an hour. I've been sitting here since three o'clock. • refer to repeated actions. Always, forever, continually are used with present and past continuous to show that the speaker finds the repetition annoying or curious. I've been taking that herbal remedy you recommended. You're forever forgetting your keys! She was always climbing trees as a child. • describe change and development. Simon's growing up - he's getting taller and taller. • talk about future arrangements. I'm meeting Sally at three tomorrow. 2 Simple forms are used to describe: • single completed actions. I've written my thesis. I submitted it yesterday. • habitual actions. I often went fishing as a boy but I rarely go now. • repeated actions where the frequency or number is stated. I phoned the bank twice yesterday, and I've made another three calls today. • timetabled or scheduled events in the future. My train leaves at six thirty tomorrow morning. • states. State verbs include appear, believe, know, like, own, prefer, remember, seem, understand, want. I understand why you like it, but I don't want one. Some state verbs can be used in the continuous form, but with a change in meaning, eg appear, expect, fit, have, see, smell, think. I'm seeing Alan on Friday, (see = meet) Sorry, I don't see what you mean, (see = understand) The continuous form of the state verb be can be used to describe temporary behaviour. You’re not being very helpful. In fact, I think you’re being very rude. When describing feelings, the verbs feel, hurt and ache can be used in the simple or continuous form with no difference in meaning. I feel/'m feeling tired and my neck hurts/'s hurting. However, with some time adverbials the simple form must be used: I feel tired all the time. My neck hurts when I turn my head. Reference This, that, these and those can be used as determiners before nouns to refer back to previously-mentioned people, things or ideas. ... but he would have the opportunity to travel. It was for this reason that he accepted the job. ... fish, reptiles and amphibians. These creatures are all cold-blooded, unlike birds and mammals, which ... They can also be used on their own as pronouns. This is more common than that in writing. ... so they decided to hold another meeting. This took place the following February and ... ‘No, you can't have any sweets.' ‘Oh, that's not fair!' The pronouns that and those often occur in sentences which include a comparison. Its sense of hearing is far more acute than that of most other birds. The most successful students tend to be those who keep good vocabulary records. Notice in these two examples how that and those avoid repetition of the nouns to which they refer [sense of hearing and students). The same is true of other pronouns. The woman was clearly angry with her son. She told him to apologize immediately for his rudeness. Substitution Like pronouns, a number of other words can be used to substitute and avoid repetition of previously-used words and clauses. • Auxiliary verbs do, does, did in place of a verb. Susie didn't come to the show but her husband did. • So/Neither/Nor + auxiliary verb + subject. She doesn't like it and neither/nor do I. His firm's had a good year and so has ours. • So/Not in place of a that clause. ‘Is John going tonight?’ ‘I don't think so. I hope not.’ (= I don't think that John is going tonight. I hope that John isn’t going tonight.) • If so/Not in place of a conditional clause. Are you unemployed? If so, we've got work for you. If not, would you like to earn some extra cash? 14 Language reference 1 • One/Ones for countable nouns. £How many sweets have you gotV ‘Four - two blue ones, a green one and the one that’s in my mouth.’ • Then/There for a time or place. ‘How do you know he was at the disco last nightV ‘Because I saw him there then.’ W ord lis t Change change a nappy change a light bulb change a plug change a tyre adapt v * * alter v * * convert v ** shift (away) from/towards v switch v *** transfer v *** transform v ** vary v *** Age come of age v come up to retirement get on for (+ age) v midlife crisis n C newborn n C on the wrong side preteen n C senior citizen n C toddler n C * turn (+ age) v twenty something n C Noun suffixes accurate adj * * accuracy n U * * bury v * * burial n C * certain adj * * * certainty n U ** child n C *** childhood n U ** consult v * * consultant n C * * decide v *** decision n C *** employ v * * * / ltj e in d 3 a 'n aep i/ / ltj e in d 3 0 'la it^ A lb / /.tje in d s 0 p lA g / /,tje in d 3 0 'ta i0(r)/ / 0'd aep t/ /'o:lt0(r)/ /k0n'v3:(r)t/ /Jift (©'wei) fr0m/t0'wo:(r)dz/ /switj/ /'traensf3:(r)/ /traens'fb:(r)m/ /'ve0ri/ /,kAm 0v 'eid3/ /,kAm Ap t0 r i'ta i0( r ) m 0n t/ /,g e t 'o n f0(r ) / ^ m id la if 'k r a is is / /'nju^boifr)!!/ /o n 60 'rnr) ,s a id / /'p r i^ tim / /,s i:n i0(r) 's itiz ( 0)n / /'tD d b ( r ) / /t3:(r)n/ /^ w e n ti's A m b ip / /'askjuret/ /'askjuresi/ /'beri/ /'beri0l/ /'s3:(r)t(0)n/ /'s3:(r)t(0)nti/ /tjaild/ /'tj a ik ^ h u d / /k0n'sAlt/ /k0n'sAlt0nt/ /di'said/ /di'si3(0)n/ /im'ploi/ employee n C * * * enthuse v enthusiasm n U ** expect v * * * novel n C * * * novelist n C * obey v * * obedience n U occur v *** occurrence n C ** proceed u *** procedure n C * * * research n U * * * researcher n C spectate v spectator n C * stable ad; * * stability at /** tired adj * * * tiredness n U true ad; *** truth at/*** wise ad; * * add a bit of spice to life ageism n U alienate v angelic adj avoid (sth) like the plague barn n C * * bear testimony to chitchat n U cocooned adj come as a surprise composed adj cool adj * * * crack jokes devastating adj * do a dummy run embroiled in adj expectations *** find one’s way into v fritter (sth) away v fulfilled adj fuse v * go awry v grasp v ** gripping adj handheld n C handle v *** harsh adj * * /im'pbii:, ^mpbi'i:/ /in'0ju:z/ /in'Bjmz^sezam/ /ik'spekt/ /'nov(0)l / /'nnvalist/ b 'b e i / b'biidbns/ /0'k3:(r)/ /a 'k A ra n s / /pra'sbd/ /pr0'si:d30(r)/ /ri's3:(r)tj, 'ri:s3:(r)tj7 /ri's3:(r)tj0(r), 'ri:s3:(r)tj0(r)/ /spek'teit/ /spek'teit0(r)/ /'steib(0)l/ /sta'bibti/ /'tai0(r)d/ /'tai0(r)dn0s/ /tru:/ /tru:0/ /waiz/ /,aed 0 bit 0v 'spais t0 laif/ /'eid3iz(0)m/ /'eilbneit/ /«n'd3ehk/ b'void laik 60 pleig/ /ba:(r)nJ /,be0(r) 'testim0ni tu, t©/ /'tjit.tjset/ /k0 'ku:nd/ /,kAm aez 0 S0(r)'p raiz/ /k0m 'p0uzd/ /ku:l/ /,krsek 'd3 0uks/ /' de V0, steitip/ /du: 0 'dxmi lrAn/ /im'broild ,in/ /lekspek'teij(0)nz/ /^aind wAnz wei 'intu/ /tfrit0(r) 0'wei/ /ful'fild / /fju:z/ /,g0u 0'rai/ /gra:sp/ /'gnpirj/ /'hsend^eld/ /'hsend(0)l/ /ha:(r)J/ Other words & phrases have one’s ups and downs heart-rending adj hold (sth) up to close scrutiny human-induced adj humble beginnings n pi icebreaker n C ill-at-ease adj in a similar vein in short supply intrusion n C * jot (sth) down v live up to expectations long-standing v map (sth) out v meet expectations overwhelming adj * pointer n C put (sth) aside v quarterlife crisis quick-paced adj revolve around v self-restraint n U serve as shorthand for settle down v startlingly adv stick with v sweltering adj take out a mortgage transcend v transition n C ** tread water turbulent adj /h av W Anz 'Aps an ,daunz/ /'h a:(r)t ,rendip/ /h auld Ap t0 ,k b u s 'skru:tini/ /,hju:m 0n in'c^uist/ /lh A m b (0)l b i'gm irjz/ /'ais^reika^)/ /,il 0t 'i:z/ /in 0 's im ib (r ) ,vein/ /in ,Jo:(r)t S0'plai/ /in'tru:3 (0)n/ /,(%Dt 'd aun/ /,liv 'Ap tu ,ekspek'teiJ(0)nz/ /,1dr) 'stsendip/ /,maep 'aut/ /mi:t ,ekspek'teiJ(0)nz/ /l0uv0(r)'welmiq/ /'poinbfr)/ /,put 0 'said/ /lkwo:(r)t0(r)laif 'kraisis/ / 'k w ik ^ eist/ / ri'v n lv 0,raund/ / ,se lf ri'strein t/ /,S3:(r)v 0z 'Joif^t^asnd fo:(r)/ /,set(0)l 'daun/ /'sta:(r)t(0)hqli/ /'stik ,wi6/ /'swelt(0)rip/ /,teik aut 0 'mo:(r)gid3/ /tr sen' send/ /traen'zij(0)n/ /,tred 'wo:t0(r)/ /'t3:(r)bjubnt/ 15

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AS Roy Norris Writing section by Amanda Jeffries Straightforward Advanced Student’s Book MACMILLAN Contents *** ijjjjl s ^ t \ » Lesson Grammar Vocabulary Speech feature & Pronunciation l A All change p6 Change l B First day p8 Simple & continuous verb forms Approximation l C Growing up plO Reference & substitution Age l D The quarterlife crisis p l2 Noun suffixes 1 Language reference p i4 2A Memory p l6 Gerunds & infinitives Memory & memories 2B Memory man p l8 Playing cards Chunking 2C Bicycle history p20 Collocations and expressions with way 2D A glimpse of the past p22 Comparisons ____ ___ _................. .... 2 Language reference p24 3A Enough is enough p26 Adding emphasis with auxiliary verbs (Not) having enough 3B Rubbish! p28 Rubbish Fronting 3C Competitive eating p30 Excess 3D A cautionary tale p32 Cleft sentences Adjective affixes 3 Language reference p34 1 4A Voicing complaints p36 Ways of speaking 4B Voice complaints p38 Reported speech Voice Voiced & unvoiced sounds 4C A speech problem p40 : Emotional reactions 4D Speech! p42 ............................... Modal verbs 1: must, might, may, could 4 Language reference p44 5A Entrepreneurs p46 — _ _ . ...—...... — Relative clauses , - 5B A new business p48 Setting up in business Question tags 5C Women’s work? p50 Intensifying adverbs 5D Sexual discrimination p52 Hypothetical past situations Gender 5 Language reference p54 6A Body care p56 Nouns from phrasal verbs 6 b Medical care p58 Passives 1 Body collocations Intrusive sounds 6 C Taken care of p60 Collocations and expressions with care 6 d Childcare p62 Passives 2 Babies & babysitting 6 Language reference p64 2 Reading & Listening Speaking Writing Student’s Book 2a R Three articles on improving memory Discussing ways to improve memory 2 b L Interview with Dominic O’Brien Performing and discussing a memory technique 2C R The rise of the bicycle Ranking and discussing methods of transport . L Dialogue about museums Roleplay: presenting and discussing proposals for a new national museum Did you know? Trafaiger Square statues 3a R Enough Discussing ‘enoughness’ 3 b L Radio programme about a recycling initiative Comparing and contrasting photos showing rubbish Did you know? PlasTax 3C R Me and my big mouth Roleplay: Sonya Thomas interview 3 d L Radio programme about the island of Nauru Discussing island life An article pl28 : Workbook Writing an autobiography: time expressions, describing your family, verb-noun collocations Writing a biography: phrases in apposition, future in the past, time phrases, writing a biography of a famous person Writing a website article: writing definitions, making a deduction, describing cause & effect 4a R Three blogs Describing and discussing complaint situations 4 b L Interview about problems with the voice Discussing how to protect your voice 4c R Treated by the King's Speech therapist Ranking performance activities L I L How to write speeches Making a speech Did you know? Queen’s Speech & State of the Union Address 5A R Ingvar Kamprad: leader of the flatpack 5B 5C 5 d L Interview with Paddy Radcliffe R A woman's work is never done L Five people talk about the Sex Discrimination Act Talking about internationally-known entrepreneurs Making a product pitch to investors Roleplay: deciding on a housework rota Did you know? Women in the Anglican Communion ■ A work email pl30 6a R ; = There's more than one way to stay in shape Ranking leisure activities 6 b L The history of healthcare products Discussing health problems 6c R Natasha's Story Discussing international adoptions 6 d L Interview about a babysitting agency Choosing the best alternatives in babysitting situations Did you know? Attitudes to children in the UK Writing a blog: narrative expressions, explaining consequences in the past, writing a blog about an embarrassing incident Writing a work email: formal and informal style, making arrangements, making requests Writing an email to a friend: invitations & responses, writing an email of invitation to a social event 3 Lesson 7 language reference p74 8A It takes all sorts p76 I ........ Noun phrases 8 B Birth order p78 Character traits - " ' ' W T. - Changing word stress 8 C A close bond p80 Attitude adverbials Relationships .........------------- ■■ " ■■ 8D Singles p82 Discourse markers Adverbs with two forms I_________________________ 8 language reference p84 S;: :3s 3 9 A A place called home p86 Modal verbs 2: will, would, shall 9B Squatters p88 Describing homes 9C A place in the sun p90 Inversion 9D Experimental travel p92 Adjectives formed with particles Vague language 9 language reference p94 10A Achieving the impossible p96 Success lOB What is success? p98 Futures Three-part phrasal verbs Contrastive stress IOC Going wrong? plOO Weather 10D A stabbing incident p!02 Modal verbs 3: must, need, should Not turning out well 10 Language reference pi 04 l l A A sight for sore eyes p l06 ............. .... . . . Descriptive verbs Stress patterns & rhyming schemes llB Affordable art p l0 8 Determiners, pronouns & quantifiers Prepositional phrases llC The sound of silence p llO Sounds 1 1 D The sound of music p ll2 Hypothetical present & future situations Dislocation 11 Language reference pi 14 12A Science fact p ll6 Plurals & number 12B Science fiction p ll8 Words with more than one meaning 12C Sport technology p l20 Verb affixes Intonation (feelings) 12D The end? p l22 Grammar revision Vocabulary revision 12 Language reference p i24 Writing p !26 Communication activities p!38 Audioscripts p i 56 Unit reviews p l64 4 Reading & Listening Speaking Writing Student’s Book : Workbook 7 A R A new broom Discussing misbehaviour at school A narrative Writing a narrative: pl32 using narrative : tenses, linking : events, describing emotion 7 B L Dialogue about rudeness Discussing good and bad behaviour Selecting posters for a national campaign 7c R /4 missing person Ranking and comparing books 7D L Radio news reports Discussing law breaking Did you know? Canadian Mounties 8A R Mr Hilditch & Robert and Lizzie Describing people’s personality and appearance Writing a description: the five senses, participle phrases, writing a description of a visit 8B L Dialogue about birth order Discussing quotations about sisterhood Did you know? Famous American siblings 8C R End of a friendship Discussing relationships 8D L Six people talk about being single Discussing compatibility 9 A R The city of tomorrow Submitting and presenting a plan for a new town A letter of complaint Writing a letter of pl34 complaint: explaining the results of problems, articles 9B L Radio programme about squatting Roleplay: viewing a property Did you know? Listed buildings in the UK 9C R A happy marriage Selecting holiday activities 9D L Dialogue about experimental travel Ranking travel options ■ iiSilii i i l l l l l i i l i m m m s m m IlllliS l l l i l l i W l l 1OA R The poet in the sky Discussing endurance races Writing a letter of ; thanks: : expressions of thanks, explaining why you are grateful, writing a letter of thanks : JB L Six people talk about success Discussing views about success 10c R A true story about flying in storm clouds Discussing problematic situations Did you know? Tornados IC'D L A stabbing incident Ordering and describing a picture story i l l l l A R 1 wandered lonely as a cloud Romanticism Did you know? Romanticism An essay Writing an essay (1): pl36 ! expressing a viewpoint, arguing 5 against a viewpoint : 11B L Interview with Will Ramsay Selecting artworks for buildings I l C R The quietest place on Earth Describing the thoughts of people in photos llD L Six people talk about music in different Roleplay: neighbours discuss music problem situations 12A L Twelve scientific explanations Discussing science questions Did you know? Science in schools Writing an essay (2): result clauses, writing : an essay 1 15 R An extract from a science fiction story Submitting and presenting a project for a competition 12C L Radio discussion about technology in sport Debating technology in the home Ranking and selecting photos Did you know? Revision quiz 5 1a All change Vo c a b u l a r y & s p e a k i n g : change 1 Work in pairs. Discuss the questions. • Which of these do you know how to change? • a nappy • a ryre • a light bulb • a plug • Which, if any, of these would you like to change? Why or why not? • your name • your image • your lifestyle • What changes, if any, would you make to the following? Why? • vrur r.rme • your school or workplace 2 Complete the sentences with the correct form of a verb in the box. adapt alter convert shift switch transfer transform vary 1 I have no idea what the current rate is for _ my country’s currency into sterling. 2 I need to my diet more - I always eat the same things. 3 I often channel-hop when I watch TV , between channels to see what’s on. 4 I don’t easily to new situations. 5 I get my mother to my clothes if they don’t fit properly. 6 The internet has radically my life. 7 I cannot understand why such vast sums of money are involved when a football player from one club to another. 8 I think the focus of language lessons should away from grammar and towards more vocabulary learning. 3 Work in pairs. Discuss the sentences in exercise 2. How true are they for you? R e a d in g 1 Read the extracts A-C and answer the questions. 1 What type of change or changes does each extract illustrate? 2 Where might you expect to find each extract? Give reasons for your opinions. 2 Match the highlighted words and expressions in the extracts to the definitions 1- in the infinitive form. -9. The verbs appear below 1 waste 6 combine 2 not happen as planned 7 be unable to deal with 3 focus on 8 come to appear in 4 save for later use 9 involved in a difficult 5 be independent of situation 3 Read the extracts again and answer the questions. Extract A 1 In what way do the protagonists of The Romanov Bride differ? 2 What, according to the extract, are the author’s strengths? Extract B 1 Why does Tom consider he and Lou were irresponsible? 2 Why did he decide to become a stay-at-home father? Extract C 1 What explanation does the writer suggest for the comment about snow? 2 What aspect of climate change ‘might come as a surprise’ and why should it be surprising? 4 Work in pairs. Discuss the questions. • What major changes have taken place recently in your country? Have these changes been for the better or for the worse? • What are the advantages and disadvantages of being a stay-at-home parent? Would/Do you enjoy being one? Why or why not? • How worried are you by climate change? What do you do on a personal level to help combat it? S p e a k i n g 1 Work in small groups. Discuss what the effects might be if the following changes were to occur in your country. Would they be positive or negative changes? • The average temperature increases by 5°C all year round. • The third most important political party wins a majority at the general election. • The official retirement age is increased by five years. • All primary and secondary school lessons have to be taught in English. • The government introduces a four-day working week. • The minimum age for driving a car is increased by three years. 2 Which changes would you like to see introduced either regionally, nationally or globally? How might such changes benefit your region/country/ the world? All change 1a 10 15 At the turn of the century, Russia finds itself embroiled ii a growing class battle. The long-standing rule of the elite Romanov dynasty is challenged by the common people, those whose lives are marked by poverty, illness, and unemployment. Once a peaceful demonstration goes horribly awry, rebellion takes hold of the country, turning hopes of change and communication into calls for violent protest and retribution. Swept away by the political current, Elisavyeta, a beautiful Romanov Grand Duchess, and Pavel, a worker turned rebel leader, see their lives drastically altered by the events that surround them. Based on the true story of the life and death of Grand Duchess Elisavyeta Fyodorovna, Robert Alexander's The Romanov Bride is a gripping and emotional journey through one of the most turbulent times in Russian history. Alexander fuses a talent for quick-paced, clear-eyed prose with an uncanny ability to understand 2 0 the mind of the worker as well as the aristocrat. Alternating between Elisavyeta's and Pavel’s competing yet complementary perspectives, he presents an honest view of the 25 revolutionary experience from both sides of the social divide. Although they are worlds apart, Elisavyeta and Pavel have more in common than they realize; both love their country and their countrymen, are committed to their beliefs, and - most importantly - have lost the love 30 of their lives. E And Tom's habits didn't change when, in 1998, he met his wife, Lou. 'Together we were earning around £100,000 and yet it just got frittered away in cabs and restaurants' This, now, is a source of immense regret. 'We could so easily 5 have put a bit aside, but we were just irresponsible.' Then, in 2002, he was made redundant. Bliss, their baby daughter, was three weeks old. 'It was a strange time,' he recalls, 'on the one hand panic, but also this amazing feeling of a new future.' After fourteen years in advertising, Tom was ready 10 for a different challenge. 'Towards the end of my time in advertising, I became really interested in the idea of making something, packaging it and sending it off to market.' He also wanted to be his own boss. The plan was for Lou to work full-time until 15 Tom established himself as a freelance advertising consultant, which would give him time to plan his own business. But he soon discovered there was no work. It was Bliss who dictated what happened next. 20 ‘She was about six months old and going to a nursery two or three mornings a week while I went for job interviews. It was just heart-rending,’ he remembers. After a few months, he couldn't handle it any more. 'We thought, right, one of us will 25 look after her. And it looked like it was going to be me.' Tom began his new life, as a stay-at-home father. 5 10 15 When strangers meet at a bus stop or in a coffee shop, weather is the universal icebreaker. Yesterday’s sweltering heat, the storm predicted for this weekend: it’s all fair game. Even longer-term climate shifts find their way into chitchat. ‘It used to snow harder when I was a kid’ is a classic example - and one explicable in part by the fact that any amount of snow looks more impressive from a child’s height. Today, however, such cliches have an edge to them, because we know that humans play a role in determining the course of climate. When we hear about Arctic tundra melting or a devastating hurricane, we’re now forced to consider the fingerprints of humanity - and that’s going well beyond small talk. Indeed, climate change is as much a divider as weather has traditionally been a unifier. Weather has always seemed to transcend politics, but human-induced climate change is wedded to politics: it’s an outgrowth of countless decisions made by local, regional and national governments, as well as individuals and corporations. Sadly, it’s also become a polarized subject, linked to other issues so frequently that it often serves as shorthand for one’s entire world view. It might come as a surprise, then, how much of the basic science behind global climate change is rock-solid 25 and accepted by virtually all parties. Most of the debate among experts these days revolves around interpretation. Just how warm will Earth get? _ * 1b First day S p e a k i n g 1 Work in small groups. Talk about how you might feel and what your main concerns would be on your first day in each of these situations: in a new school in a new job in a new house on holiday in a foreign city on a diet 2 Discuss the following questions. • How did you feel on your first day in this class? Why? Li s t e n i n g 1 You are going to listen to part of a university radio interview about starting a new job. Before you complete the sentences in exercise 2, try to predict the type of information which will be required in each sentence. 1 possibly an adjective or maybe the person’s profession 2 1.1 Listen and complete the sentences with up to three words. 1 Jim Redman used to b e_____________ 2 Jim mentions the importance of getting a good ______________before your first day at work. 3 He says you should ensure you are not remembered for ______________on your first day. 4 He recommends practising the_____________ beforehand. 5 As at the interview stage, Jim suggests you should ______________on the first day. Taking notes is a good idea, especially of__________ Jim advises trying to b e_____________with all co-workers. Jim agrees with the presenter that you should avoid 9 His key word for those starting a new job is 10 In case of doubt, Jim suggests phoning the company to find out their_____________ S p e e c h f e a t u r e : approximation In conversation we tend to use approximating expressions rather than speak in precise terms. 1 Complete these approximating expressions from the recording with the words in the box. about up so something very like 350,000 graduates leaving 1 And with _ university this year, competition for jobs is intense. 2 It’s com ing to a quarter to nine. 3 Familiarize yourself with the route a week beforehand. 4 Hold yourself back a little for the first month o r _____ 5 It’s nearly ten to nine. Here are some more approximating expressions: It cost me three pound fifty something. It took around two weeks or something like that. There were just under / over / roughly / upwards of / somewhere in the region of / some two thousand people there. I’ve been here for twenty odd years. We’ll leave at sixish / seven thirtyish. 2 Express the phrases using two different approximating expressions. 53 people: just over 50 people, 50 or so people 1 19 days 4 5 hours 11 minutes 2 5.56pm 5 233 kilometres 3 £21.24 6 7,241 light years away 3 .Vork in pairs. Tell each other about yourselves using approximating expressions for numbers, ages, lengths of time, money and so on. You could talk about the items in the box. studies work English family interests hopes and ambitions other I've been working as an accountant for something like five years now. There are some 40 or so people working in the company, but there are only about five of us in my department. Gr a m m a r : simple & continuous verb forms 1 Name the tenses in bold in the following sentences from the recording. We’ve just been talking about successful interview techniques. 1 What advice can you give those students who have received that much-coveted job offer and are looking forward to starting work? 5 The move from an academic environment to the world of work represents a huge change. - Well, when I was talking about interview techniques earlier, I mentioned the need to ask questions. 5 The impression you make on the first day will have a lasting effect. : At 9 o’clock we’ll be handing over to Rob Benton for an hour of jazz music. 2 Explain why the simple or continuous form is used in each of the sentences in exercise 1. When you have finished, check your ideas in the grammar box on the right. 3 Choose the correct alternative to complete the texts. In some cases both alternatives may be possible. 1 As you know / are knowing, I have / 'm having a party on Saturday to celebrate my 21st birthday. I’ve hired / been hiring a hall and my brother’s rock group has agreed / been agreeing to play. Do you think you ’11 come / 'II be coming? 2 My son Mark is / is being so uncooperative at the moment. We aren't / aren’t being sure if it’s just because he grows / is growing up and he wants / is wanting to test us or whether perhaps he feels / is feeling jealous of his baby sister. 3 My sister Annie lives / is living abroad and yesterday morning she was taken / was being taken to hospital. It appears / is appearing she fell / was falling and broke / was breaking her wrist while she had / was having a shower. I’ve phoned / been phoning the hospital all morning but they don't answer / aren’t answering. I think / am thinking I’ve phoned / been phoning about seven or eight times. 4 Note down one example for each of the following, then compare and discuss each one with your partner. • a problem in your country or local area which is getting worse • something you have recently started or stopped doing • something you have been doing for a long time • the place you went to on your most recent holiday • what you were doing this time last Sunday • what you will or might be doing this time next Sunday Continuous forms can be used to: • describe actions in progress at a specific time which is either stated or understood. He was cooking his dinner when I phoned. • talk about an activity that has recently stopped. It looks as though it's been raining here. • emphasize repetition, duration or the temporary nature of an event. I've been trying to speak to him for weeks. She's only working there this month. • talk and ask about arrangements or plans. I'm playing tennis with Paul tomorrow. Will you be going into town later? • describe change and development. The weather’s changing - it's getting cold again. Simple forms can be used to: • describe single or habitual actions, or repeated actions with a stated frequency or number. I often went to France as a child. You've told me that three times today! • describe states. I think I know what she wants for Christmas. Some state verbs can be used in the continuous form, but with a change in meaning. The situation appears to be improving. (= seems) Janet Burns is currently appearing in The Seagull at the Connaught Theatre. (= is performing) Some others can be used in either simple or continuous form with no change in meaning. I feel/'m feeling terrible. My back really aches/is really aching. The continuous form of the verb to be can be used to describe temporary behaviour. You're being very naughty! O S ee Language Refer en c e pa g e 14 lc Growing up Vo c a b u l a r y & s p e a k i n g : age 1 Put the phrases in the box in chronological order. a twentysomething a senior citizen a toddler a preteen a newborn a 30-year-old a teenager a middle-aged man/woman 2 Say approximately how old the following people are. 1 She recently came of age. 2 He’s just turned 30. 3 She’s on the wrong side of 40. 4 He’s having a midlife crisis. 5 She’s coming up to retirement. 6 He’s getting on for 70. 3 Using the language from exercises 1 and 2, say how old you think the people in the photos A-E are. 4 Work in pairs. Take turns to talk about the ages represented in the photos A-E. Do not mention the ages; your partner will try to guess them. Talk about: • the advantages and disadvantages of being this age. • the main concerns of people at this age. • what people normally hope to achieve by this age. R e a d in g 1 Read the title and introduction of the article. What areas of a person’s life might be covered in a series such as this? 2 Read the whole article and answer the question. • Which of the areas you discussed in exercise 1 are mentioned? 3 Read the article again and choose the correct words to complete the sentences. 1 The writer suggests that the participants’ experiences have influenced their decisions / how they feel about their lives / viewers’ opinions of them. 2 The writer says that Neil’s past is reflected in his face / work is poorly paid / physical health is better now. 3 Andrew has the impression that his life is not as successful as it could have been / has been very uneventful / was carefully planned for him. 4 The writer says that Tony’s background highlights the unfairness of the class system / has been no obstacle to success / was severely deprived. 5 Tony is a lawyer / jockey / taxi driver. 6 We learn that some of the participants are American / less than enthusiastic about appearing in the series / unlikely to contribute to future programmes. 10 I 4 Work in pairs. Discuss the questions. • How have you and your life changed in the last seven years? • Would you be interested in appearing in a documentary series like 7-Up7. Why or why not? G r a m m a r : reference & substitution 1 What do the highlighted words in the article refer to? 2 Complete the sentences with the words in the box. that those there so not nor one ones do does dtd Sure: I’ll pick you up at the same time as I did last week. 1 Yes, we have got some striped , but I think a plain would suit you better. 2 I didn’t enjoy it and did Lara. 3 I know. ’s why she resigned. 4 I never watch it but my w ife______ 5 Of course I We go on holiday every year. 6 Yes, go on. If , she might start to worry. 7 I certainly hope I don’t know what I’ll do if he says ‘no’. 8 Yes, and the sports facilities are better than of the other schools in the area. 3 Write the preceding line of dialogue for each sentence in exercise 2. A: Can you give me a lift tomorrow? B: Sure. I’ll pick you up at the same time as I did last week. 4 Work in pairs. Take turns to read out in random order the sentences you have written in exercise 3. Reply to your partner’s sentences using the appropriate responses from exercise 2 . Use this, that, these, those before nouns or on their own to refer back to previously stated ideas. ... and told them she was pregnant. They were delighted at this news and ... ... in the 1890s. In those days there were no fridges ... He had failed the exam. This came as no surprise ... Use the following to substitute and avoid repetition of previously-used words and clauses: then, there, one(s), so, not, neither, nor; do, does, did. T m not sleeping as well as I did on holiday.’ (= slept) Ts it raining?’ T think so.’ (= it is raining) I don’t eat meat and neither does Elisa. (= Elisa doesn’t eat meat either) O S ee Lang uage Referen ce page 14 In 1964 Granada Television made a documentary entitled 7-Up, featuring fourteen seven-year-olds ‘from startlingly different backgrounds’, sharing their thoughts, describing their feelings and 5 revealing their hopes and dreams for the future. Since then the programme makers have charted the lives of these individuals, broadcasting updates on their progress every seven years. David Taylor watched 49-Up, with the participants now well into middle age. What strikes one about the 7-Uppers who still appear in the programme is that most, if not all of them, seem at last to have found happiness.The university professor, the teacher, the librarian, the barrister, the builder and the taxi driver .5 have all had their ups and downs, yet in spite, or perhaps because of this, they appear more content with their lives than ever before, able to reflect on their experiences and better appreciate what they have achieved. For some, the process has taken a long time:‘Now is the first time that -: I actually feel happy in my own skin,’ admits a calm and composed Susie, who at 21 was visibly ill-at-ease in front of the cameras. Even Neil, who at 28 feared for his sanity agrees that he now has ‘a stronger sense of purpose’. Of all those appearing 25 in the series, Neil surely underwent the most dramatic changes, and his story represents all that is unpredictable in life.The angelic features of the seven-year-old who was going to be an astronaut and if not, a coach driver, are now rough and weathered, bearing testimony to the time he spent on the road, homeless and wandering around the west coast of Scotland. He is still without a full-time job but his political work as a member of a local district council keeps him occupied and enables him to supplement the income he receives from state benefits. Whilst for some participants, things did not turn out quite as they would have hoped, for others life held fewer surprises.‘It was as if my life was mapped out for me,’ says Andrew, who at seven years old already knew the schools he would attend, the university he would study at and the profession he would follow - that of a lawyer. Andrew came from a privileged background, and although he acknowledges that the world for younger people nowadays is much more competitive and less predictable than before, his children will undoubtedly benefit from the private education his earnings have enabled him to provide for them. And then there’s Tony, the working-class lad from the East End of London. One of the programme’s original aims was to expose Britain’s rigid class system, but Tony is evidence that humble beginnings need not prevent one from getting on in life. His route to financial wellbeing was not the academic one that Andrew followed, but like the lawyer, he was always clear about what he wanted to do: he left school at fifteen, trained to be a jockey, and knew that if that didn’t work out, he would drive a London cab - which he does to this day. And like Andrew, he and his wife have bought a second home: not a converted barn in the English countryside, but a house in Spain, where he hopes to set up a sports bar in the near future. The success of the 7-Up series in America shows that the programme is perhaps more about universal truths than local class concerns, dealing with issues that all classes have to deal with such as work, relationships and families. For a number of the participants, however, it is an intrusion into their privacy. They are uncomfortable about having their lives held up to such close scrutiny, and the producer Michael Apted has to work hard every seven years to persuade them to come back on the programme. And most do: of the original fourteen 7-Uppers, twelve chose to appear in this latest instalment. One can only hope that they will come back for the next one, as their contributions provide a fascinating record of the human condition.‘It’s like Big Brother,’ says John, the barrister. ‘It is actually real-life TV with the added bonus that you can see people grow old, lose their hair, get fat.’ B I d The quarterlife crisis Li s t e n i n g 1 Work in pairs. Compare the two photos in A, B and C. Describe the decisions we have to make and responsibilities we have to assume when we make the change from childhood to adulthood. 2 Read the magazine extract and discuss the questions. ; We’ve all heard of the midlife crisis I - those feelings of worry, doubt I or dissatisfaction that some people * experience when they reach middle age * and reflect on what they have, or have * not, achieved in their lives. But for some ; time now, people have also been talking I about the quarterlife crisis, which affects \ many young people between the ages of * eighteen and 35. • What do you think the quarterlife crisis consists of? • What feelings might young people experience and why? Check your ideas on page 138. 5 Work in pairs. Discuss the questions. • Do you sympathize with those who claim to be suffering a quarterlife crisis? Why or why not? • In what ways is life easier or more difficult for young people now compared to previous generations? • Do you prefer to have your life ‘all mapped out’ or does uncertainty ‘add a bit of spice to life’? Give reasons. Vo c a b u l a r y : noun suffixes la From which adjectives are the nouns 1-5 from the recording formed? stability - stable 1 insecurity 3 reality 5 uncertainty 2 responsibility 4 maturity b From which verbs are the nouns in the box from the recording formed? decisions dissatisfaction expectations realization 3 % 1.2-1.6 Listen to the speakers 1-5 talking about the quarterlife crisis and decide whether they would (/) or would not (X) agree that twentysomethings have good reason to complain about their situation. 4 § 1 . 2-1.6 Listen again and match one of the statements a-h to the speakers 1-5. Three of the statements are not required. a I share my problems online with people in a similar situation, b Many twentysomethings are envious of their friends, c Young people are too demanding, d My expectations have not been met. e The problems are not specific to twentysomethings. f Life used to be more straightforward, g Teenagers have an easier life than twentysomethings. h Having a range of options makes life interesting. 12 The quarterlife crisis | Id a Use the suffixes in the box to form nouns from the groups of verbs 1-4. -ence -ment -al -ure 1 bury deny survive 2 disappoint achieve involve 3 fail depart proceed 4 exist occur obey b Use the suffixes in the box to form nouns from the groups of adjectives 1-4. -ence -ness -cy -ity sincere flexible generous 2 sad tired serious pregnant fluent accurate 4 absent patient intelligent S Complete the text with the correct noun form of the words in brackets. T look back on my childhood [child) with great t l ) [fond). I had more (2 ) [free) to do what I wanted then, and in my childish (3 ) [innocent) I had fewer (4 )_____ inhibit) and more self-(5 ) [confident). Although age supposedly brings with it greater (6 ) [wise), there’s a lot of (7 ) [true) in the maxim, (8 ) ‘ [ignorant) is bliss’. I had no cares in the world and used to do everything with such (9 ) [enthuse); now the only thing 1 look forward to is my (1 0) [retire)! Z Do you share the feelings of the speaker in exercise 3a? LEAKIN G 1 -ead the five paragraphs on page 139. Have you e.er been in any similar situations yourself? 2 Aork in pairs, A and B. Each of you should noose a different situation on page 139 and ~n<e a list of all the ways in which you might reiefit from such a move. 3 \ : ,v consider your partner’s situation and n 'k about why this move would not be a good one. Make a list of the disadvantages and : noiems it might bring, both to your partner n d any other people mentioned, and think of 5 :emative solutions. 4 Roleplay the following dialogue, using your notes from exercises 2 and 3. A: Explain why you want to go ahead with your decision. B: Try to dissuade your partner from going ahead with his/her decision. Now change roles and have the second dialogue. 5 What do you think would really be the best course of action in each case? 6 Work in pairs. Discuss the questions. • What is the biggest decision you have made in your life so far? • What difficulties did you face? • What were the consequences? Did y o u k n o w ? 1 Work in pairs. Read about Age UK and discuss the questions. • Are there any similar charities in your country? • To what extent are older people valued, respected and integrated into society? • How, if at all, has the situation changed in recent years? Age UK is one of a number of charities representing the interests of older people in the UK. It aims to ensure that they are valued by society, become integrated and feel fulfilled, and concentrates its efforts on combating poverty and neglect, reducing isolation, defeating ageism and promoting quality in the care of older people. The charity offers help and advice on a number of issues including health, home safety, money and care. It also regularly runs campaigns aimed, for example, at fighting age discrimination, stopping psychological and physical abuse, or organizing donations to prevent deaths from cold-related illnesses in winter. In addition, Age UK works overseas and in partnership with the charity HelpAge International. Around one-quarter of its expenditure goes towards improving the lives of disadvantaged older people in the developing world. 13 1 G r a m m a r Simple & continuous verb forms 1 Continuous forms are used to: • describe actions which were, are or will be in progress at a specific time, which is either stated or understood. When I last met him, he was still looking for a job. I’m having a really hard time at work at the moment Don't call me at 1.30. I’11 be having my lunch then. • describe an activity that has recently stopped. We've just been playing tennis. • suggest that a situation or action is temporary or incomplete. My flat's being decorated so I'm staying at my mum's. I've been writing my thesis - I've almost finished. • emphasize duration, using for or since. She'd been waiting for him for over an hour. I've been sitting here since three o'clock. • refer to repeated actions. Always, forever, continually are used with present and past continuous to show that the speaker finds the repetition annoying or curious. I've been taking that herbal remedy you recommended. You're forever forgetting your keys! She was always climbing trees as a child. • describe change and development. Simon's growing up - he's getting taller and taller. • talk about future arrangements. I'm meeting Sally at three tomorrow. 2 Simple forms are used to describe: • single completed actions. I've written my thesis. I submitted it yesterday. • habitual actions. I often went fishing as a boy but I rarely go now. • repeated actions where the frequency or number is stated. I phoned the bank twice yesterday, and I've made another three calls today. • timetabled or scheduled events in the future. My train leaves at six thirty tomorrow morning. • states. State verbs include appear, believe, know, like, own, prefer, remember, seem, understand, want. I understand why you like it, but I don't want one. Some state verbs can be used in the continuous form, but with a change in meaning, eg appear, expect, fit, have, see, smell, think. I'm seeing Alan on Friday, (see = meet) Sorry, I don't see what you mean, (see = understand) The continuous form of the state verb be can be used to describe temporary behaviour. You’re not being very helpful. In fact, I think you’re being very rude. When describing feelings, the verbs feel, hurt and ache can be used in the simple or continuous form with no difference in meaning. I feel/'m feeling tired and my neck hurts/'s hurting. However, with some time adverbials the simple form must be used: I feel tired all the time. My neck hurts when I turn my head. Reference This, that, these and those can be used as determiners before nouns to refer back to previously-mentioned people, things or ideas. ... but he would have the opportunity to travel. It was for this reason that he accepted the job. ... fish, reptiles and amphibians. These creatures are all cold-blooded, unlike birds and mammals, which ... They can also be used on their own as pronouns. This is more common than that in writing. ... so they decided to hold another meeting. This took place the following February and ... ‘No, you can't have any sweets.' ‘Oh, that's not fair!' The pronouns that and those often occur in sentences which include a comparison. Its sense of hearing is far more acute than that of most other birds. The most successful students tend to be those who keep good vocabulary records. Notice in these two examples how that and those avoid repetition of the nouns to which they refer [sense of hearing and students). The same is true of other pronouns. The woman was clearly angry with her son. She told him to apologize immediately for his rudeness. Substitution Like pronouns, a number of other words can be used to substitute and avoid repetition of previously-used words and clauses. • Auxiliary verbs do, does, did in place of a verb. Susie didn't come to the show but her husband did. • So/Neither/Nor + auxiliary verb + subject. She doesn't like it and neither/nor do I. His firm's had a good year and so has ours. • So/Not in place of a that clause. ‘Is John going tonight?’ ‘I don't think so. I hope not.’ (= I don't think that John is going tonight. I hope that John isn’t going tonight.) • If so/Not in place of a conditional clause. Are you unemployed? If so, we've got work for you. If not, would you like to earn some extra cash? 14 Language reference 1 • One/Ones for countable nouns. £How many sweets have you gotV ‘Four - two blue ones, a green one and the one that’s in my mouth.’ • Then/There for a time or place. ‘How do you know he was at the disco last nightV ‘Because I saw him there then.’ W ord lis t Change change a nappy change a light bulb change a plug change a tyre adapt v * * alter v * * convert v ** shift (away) from/towards v switch v *** transfer v *** transform v ** vary v *** Age come of age v come up to retirement get on for (+ age) v midlife crisis n C newborn n C on the wrong side preteen n C senior citizen n C toddler n C * turn (+ age) v twenty something n C Noun suffixes accurate adj * * accuracy n U * * bury v * * burial n C * certain adj * * * certainty n U ** child n C *** childhood n U ** consult v * * consultant n C * * decide v *** decision n C *** employ v * * * / ltj e in d 3 a 'n aep i/ / ltj e in d 3 0 'la it^ A lb / /.tje in d s 0 p lA g / /,tje in d 3 0 'ta i0(r)/ / 0'd aep t/ /'o:lt0(r)/ /k0n'v3:(r)t/ /Jift (©'wei) fr0m/t0'wo:(r)dz/ /switj/ /'traensf3:(r)/ /traens'fb:(r)m/ /'ve0ri/ /,kAm 0v 'eid3/ /,kAm Ap t0 r i'ta i0( r ) m 0n t/ /,g e t 'o n f0(r ) / ^ m id la if 'k r a is is / /'nju^boifr)!!/ /o n 60 'rnr) ,s a id / /'p r i^ tim / /,s i:n i0(r) 's itiz ( 0)n / /'tD d b ( r ) / /t3:(r)n/ /^ w e n ti's A m b ip / /'askjuret/ /'askjuresi/ /'beri/ /'beri0l/ /'s3:(r)t(0)n/ /'s3:(r)t(0)nti/ /tjaild/ /'tj a ik ^ h u d / /k0n'sAlt/ /k0n'sAlt0nt/ /di'said/ /di'si3(0)n/ /im'ploi/ employee n C * * * enthuse v enthusiasm n U ** expect v * * * novel n C * * * novelist n C * obey v * * obedience n U occur v *** occurrence n C ** proceed u *** procedure n C * * * research n U * * * researcher n C spectate v spectator n C * stable ad; * * stability at /** tired adj * * * tiredness n U true ad; *** truth at/*** wise ad; * * add a bit of spice to life ageism n U alienate v angelic adj avoid (sth) like the plague barn n C * * bear testimony to chitchat n U cocooned adj come as a surprise composed adj cool adj * * * crack jokes devastating adj * do a dummy run embroiled in adj expectations *** find one’s way into v fritter (sth) away v fulfilled adj fuse v * go awry v grasp v ** gripping adj handheld n C handle v *** harsh adj * * /im'pbii:, ^mpbi'i:/ /in'0ju:z/ /in'Bjmz^sezam/ /ik'spekt/ /'nov(0)l / /'nnvalist/ b 'b e i / b'biidbns/ /0'k3:(r)/ /a 'k A ra n s / /pra'sbd/ /pr0'si:d30(r)/ /ri's3:(r)tj, 'ri:s3:(r)tj7 /ri's3:(r)tj0(r), 'ri:s3:(r)tj0(r)/ /spek'teit/ /spek'teit0(r)/ /'steib(0)l/ /sta'bibti/ /'tai0(r)d/ /'tai0(r)dn0s/ /tru:/ /tru:0/ /waiz/ /,aed 0 bit 0v 'spais t0 laif/ /'eid3iz(0)m/ /'eilbneit/ /«n'd3ehk/ b'void laik 60 pleig/ /ba:(r)nJ /,be0(r) 'testim0ni tu, t©/ /'tjit.tjset/ /k0 'ku:nd/ /,kAm aez 0 S0(r)'p raiz/ /k0m 'p0uzd/ /ku:l/ /,krsek 'd3 0uks/ /' de V0, steitip/ /du: 0 'dxmi lrAn/ /im'broild ,in/ /lekspek'teij(0)nz/ /^aind wAnz wei 'intu/ /tfrit0(r) 0'wei/ /ful'fild / /fju:z/ /,g0u 0'rai/ /gra:sp/ /'gnpirj/ /'hsend^eld/ /'hsend(0)l/ /ha:(r)J/ Other words & phrases have one’s ups and downs heart-rending adj hold (sth) up to close scrutiny human-induced adj humble beginnings n pi icebreaker n C ill-at-ease adj in a similar vein in short supply intrusion n C * jot (sth) down v live up to expectations long-standing v map (sth) out v meet expectations overwhelming adj * pointer n C put (sth) aside v quarterlife crisis quick-paced adj revolve around v self-restraint n U serve as shorthand for settle down v startlingly adv stick with v sweltering adj take out a mortgage transcend v transition n C ** tread water turbulent adj /h av W Anz 'Aps an ,daunz/ /'h a:(r)t ,rendip/ /h auld Ap t0 ,k b u s 'skru:tini/ /,hju:m 0n in'c^uist/ /lh A m b (0)l b i'gm irjz/ /'ais^reika^)/ /,il 0t 'i:z/ /in 0 's im ib (r ) ,vein/ /in ,Jo:(r)t S0'plai/ /in'tru:3 (0)n/ /,(%Dt 'd aun/ /,liv 'Ap tu ,ekspek'teiJ(0)nz/ /,1dr) 'stsendip/ /,maep 'aut/ /mi:t ,ekspek'teiJ(0)nz/ /l0uv0(r)'welmiq/ /'poinbfr)/ /,put 0 'said/ /lkwo:(r)t0(r)laif 'kraisis/ / 'k w ik ^ eist/ / ri'v n lv 0,raund/ / ,se lf ri'strein t/ /,S3:(r)v 0z 'Joif^t^asnd fo:(r)/ /,set(0)l 'daun/ /'sta:(r)t(0)hqli/ /'stik ,wi6/ /'swelt(0)rip/ /,teik aut 0 'mo:(r)gid3/ /tr sen' send/ /traen'zij(0)n/ /,tred 'wo:t0(r)/ /'t3:(r)bjubnt/ 15

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